| Children’s Visual Impairment...Bright Tots information on child development. |
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| Children’s Visual Impairment |
Children with uncorrected vision conditions or eye health problems cause many obstacles in life such as academically,
socially and physically. High-quality eye care can reduce these difficulties and help allow the child to reach their highest
potential. Vision doesn't immediately occur. A child's brain learns how to use eyes to see, just like it learns how to use
legs to walk or a mouth to form words. The longer a vision problem goes undiagnosed and untreated, the more a child's
brain learns to adjust the vision problem.
That’s why a comprehensive eye examination is so important for children. Early detection and treatment provide the
very best opportunity to correct vision problems, so your child can learn to see clearly. During regular well baby
exams, from birth to 2 years of age, pediatricians should use history and a vision evaluation to see if vision problems
exist. Beginning at well child exams at age 3 and continuing through 10 years of age, vision screenings should be
performed assessing visual perception and optical alignment. In most cases, these problems can be identified, and
treated, even during the first few days of life. But without early intervention, usually before the age of five, a child with
an untreated eye problem may suffer from serious vision loss, or even blindness.
Your young child might not be able to tell you if he or she has an eye problem, but parents are usually the first to
recognize the signs of eye disease in their children. You may also take your child to an eye screening to determine
whether your child’s eyes need further attention. By working with a pediatrician, family physician and an eye specialist,
parents and other early childhood caregivers can help recognize disorders and ensure that treatment is received that can
save a child’s sight or even life. If you suspect that your child has a vision or eye problem, then your child should have
his or her eyes examined by an eye specialist, pediatrician or family physician. Every child should have at least one eye
examination appropriate for their age and ability to cooperate, before the age of five.
Signs and Symptoms of Vision Problems
Characteristics that may help you identify eye problems in children:
Appearance
• Eyes shake or wander randomly
• Eyes are not able to follow parent’s face
• Pupils of the eyes are excessively large or small
• Pupils of the eyes are not black; they appear to have a cloudy layer on them
• Eyes do not appear to be evenly lined up; they cross or turn outward
Behavior
• Rubs eyes frequently
• Does not appear to focus with central vision
• Turns or tilts head when looking at detail
• Covers or closes an eye when looking at detail
• Avoids close effort or becomes tired after close exertion
• Can see better during the day than at night
• Complains of tired eyes
• Squints eyes
• Sits very close to the television
• Has difficulty walking and running; appears clumsy
Types of Vision Impairments
Eighty percent of all learning is achieved through vision. Make sure your child has the best possible tools to learn
successfully. Your child’s vision is a learned and developed skill that requires inspiration and understanding. The visual
system involves much more than the eyes. The visual system interacts with the muscles of the body to develop
reaching, crawling, grabbing and walking. In fact, two thirds of the functions of the brain are connected with vision.
Because vision requires motivation, problems that occur in the eye or in the visual areas of the brain can affect your
child’s vision. Examples of these problems include: eye diseases, such as congenital cataracts, retinopathy of
prematurity, ocular albinism, optic nerve and retinal disease; and neurological abnormalities to the visual pathways and
visual centers of the brain. Children with visual impairments should be assessed early to benefit from early intervention
programs, when applicable. A young child with visual impairments has little reason to explore interesting objects in the
environment and, thus, may miss opportunities to have experiences and to learn. This lack of exploration may continue
until learning becomes motivating or until intervention begins.
Visual impairment including blindness means injury in vision that, even with correction, negatively influences a child's
educational performance. The term includes both partial sight and blindness. The terms partially sighted, low vision,
legally blind, and totally blind are used in an educational circumstance to describe students with visual impairments.
They are defined as follows:
• Partially sighted signifies some type of visual problem which has resulted in a need for special education.
• Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision
applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the
aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may
require adaptations in lighting or the size of print, and, sometimes, Braille.
• Legally blind indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision
(20 degrees at its widest point).
• Totally blind students learn via Braille or other non-visual media. Visual impairment is the consequence of a
functional loss of vision, rather than the eye disorder itself. Eye disorders which can lead to visual impairments can
include retinal deterioration, albinism, cataracts, and glaucoma, muscular problems that result in visual disorders,
corneal disorders, diabetic retinopathy, congenital disorders, and infection.
Children Visual Impairments
• Retinopathy of prematurity (ROP) is a potentially blinding eye disorder that primarily affects premature infants
weighing about 2¾ pounds (1250 grams) or less that are born before 31 weeks of gestation (A full-term pregnancy has
a gestation of 38–42 weeks). The smaller a baby is at birth, the more likely that baby is to develop ROP. This disorder—
which usually develops in both eyes—is one of the most common causes of visual loss in childhood and can lead to
lifelong vision impairment and blindness.
• Cortical Visual Impairment (CVI) is the most common cause of permanent visual impairment in children (1-3).
The diagnosis of CVI is indicated for children showing abnormal visual responses that cannot be attributed to the eyes
themselves. Brain dysfunction must explain the abnormal visual responses, as abnormal ocular structures, abnormal eye
movements, and refractive error do not. Fixation and following, even to intense stimulation, may be poor and the child
does not respond normally to people's faces. Visual regard and reaching (in the child with motor capabilities) toward
objects is absent.
• Coloboma is a hole in one of the structures of the eye, such as the lens, eyelid, iris, retina choroid or optic disc.
The hole is present from birth and can be because when a gap called the choroid fissure between two structures in the
eye, which is present early in development in the uterus, fails to close up completely before a child is born.
These conditions occur during infancy and early childhood, when it is difficult to assess their effects on vision and
quality of life. In addition, many of these conditions occur with increased incidence in children with nuero-
developmental delay, further complicating the assessment of level of vision and the evaluation of quality of life. The rate
at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. Severe visual impairments
(legally or totally blind) occur at a rate of .06 per 1,000.
More boys than girls are visually impaired. Additionally, increasing numbers of infants are born very prematurely and
survive. These children are at high risk for multiple disabilities, including visual deficits, and will substantially increase
the number of Americans with visual impairment. The effect of visual problems on a child's development depends on
the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children
who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social
developmental delays.
Education for Children with Vision Problems
A young child with visual impairments has little reason to explore interesting objects in the environment and, as a result
they may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning
becomes motivating or until intervention begins. Because the child cannot see parents or peers, he or she may be unable
to imitate social behavior or understand nonverbal cues. Visual handicaps can create obstacles to a growing child's
independence.
Children with visual impairments should be assessed early to benefit from early intervention programs, when
appropriate. Technology in the form of computers and low-vision optical and video aids enable many partially sighted,
low vision and blind children to participate in regular class activities. Large print materials, books on tape, and Braille
books are available.
Students with visual impairments may need additional help with special equipment and modifications in the regular
curriculum to emphasize listening skills, communication, orientation and mobility, vocation/career options, and daily
living skills. Students with low vision or those who are legally blind may need help in using their remaining vision more
efficiently and in working with special aids and materials. Students who have visual impairments combined with other
types of disabilities have a greater need for an interdisciplinary approach and may require greater emphasis on self care
and daily living skills.
socially and physically. High-quality eye care can reduce these difficulties and help allow the child to reach their highest
potential. Vision doesn't immediately occur. A child's brain learns how to use eyes to see, just like it learns how to use
legs to walk or a mouth to form words. The longer a vision problem goes undiagnosed and untreated, the more a child's
brain learns to adjust the vision problem.
That’s why a comprehensive eye examination is so important for children. Early detection and treatment provide the
very best opportunity to correct vision problems, so your child can learn to see clearly. During regular well baby
exams, from birth to 2 years of age, pediatricians should use history and a vision evaluation to see if vision problems
exist. Beginning at well child exams at age 3 and continuing through 10 years of age, vision screenings should be
performed assessing visual perception and optical alignment. In most cases, these problems can be identified, and
treated, even during the first few days of life. But without early intervention, usually before the age of five, a child with
an untreated eye problem may suffer from serious vision loss, or even blindness.
Your young child might not be able to tell you if he or she has an eye problem, but parents are usually the first to
recognize the signs of eye disease in their children. You may also take your child to an eye screening to determine
whether your child’s eyes need further attention. By working with a pediatrician, family physician and an eye specialist,
parents and other early childhood caregivers can help recognize disorders and ensure that treatment is received that can
save a child’s sight or even life. If you suspect that your child has a vision or eye problem, then your child should have
his or her eyes examined by an eye specialist, pediatrician or family physician. Every child should have at least one eye
examination appropriate for their age and ability to cooperate, before the age of five.
Signs and Symptoms of Vision Problems
Characteristics that may help you identify eye problems in children:
Appearance
• Eyes shake or wander randomly
• Eyes are not able to follow parent’s face
• Pupils of the eyes are excessively large or small
• Pupils of the eyes are not black; they appear to have a cloudy layer on them
• Eyes do not appear to be evenly lined up; they cross or turn outward
Behavior
• Rubs eyes frequently
• Does not appear to focus with central vision
• Turns or tilts head when looking at detail
• Covers or closes an eye when looking at detail
• Avoids close effort or becomes tired after close exertion
• Can see better during the day than at night
• Complains of tired eyes
• Squints eyes
• Sits very close to the television
• Has difficulty walking and running; appears clumsy
Types of Vision Impairments
Eighty percent of all learning is achieved through vision. Make sure your child has the best possible tools to learn
successfully. Your child’s vision is a learned and developed skill that requires inspiration and understanding. The visual
system involves much more than the eyes. The visual system interacts with the muscles of the body to develop
reaching, crawling, grabbing and walking. In fact, two thirds of the functions of the brain are connected with vision.
Because vision requires motivation, problems that occur in the eye or in the visual areas of the brain can affect your
child’s vision. Examples of these problems include: eye diseases, such as congenital cataracts, retinopathy of
prematurity, ocular albinism, optic nerve and retinal disease; and neurological abnormalities to the visual pathways and
visual centers of the brain. Children with visual impairments should be assessed early to benefit from early intervention
programs, when applicable. A young child with visual impairments has little reason to explore interesting objects in the
environment and, thus, may miss opportunities to have experiences and to learn. This lack of exploration may continue
until learning becomes motivating or until intervention begins.
Visual impairment including blindness means injury in vision that, even with correction, negatively influences a child's
educational performance. The term includes both partial sight and blindness. The terms partially sighted, low vision,
legally blind, and totally blind are used in an educational circumstance to describe students with visual impairments.
They are defined as follows:
• Partially sighted signifies some type of visual problem which has resulted in a need for special education.
• Low vision generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision
applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the
aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may
require adaptations in lighting or the size of print, and, sometimes, Braille.
• Legally blind indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision
(20 degrees at its widest point).
• Totally blind students learn via Braille or other non-visual media. Visual impairment is the consequence of a
functional loss of vision, rather than the eye disorder itself. Eye disorders which can lead to visual impairments can
include retinal deterioration, albinism, cataracts, and glaucoma, muscular problems that result in visual disorders,
corneal disorders, diabetic retinopathy, congenital disorders, and infection.
Children Visual Impairments
• Retinopathy of prematurity (ROP) is a potentially blinding eye disorder that primarily affects premature infants
weighing about 2¾ pounds (1250 grams) or less that are born before 31 weeks of gestation (A full-term pregnancy has
a gestation of 38–42 weeks). The smaller a baby is at birth, the more likely that baby is to develop ROP. This disorder—
which usually develops in both eyes—is one of the most common causes of visual loss in childhood and can lead to
lifelong vision impairment and blindness.
• Cortical Visual Impairment (CVI) is the most common cause of permanent visual impairment in children (1-3).
The diagnosis of CVI is indicated for children showing abnormal visual responses that cannot be attributed to the eyes
themselves. Brain dysfunction must explain the abnormal visual responses, as abnormal ocular structures, abnormal eye
movements, and refractive error do not. Fixation and following, even to intense stimulation, may be poor and the child
does not respond normally to people's faces. Visual regard and reaching (in the child with motor capabilities) toward
objects is absent.
• Coloboma is a hole in one of the structures of the eye, such as the lens, eyelid, iris, retina choroid or optic disc.
The hole is present from birth and can be because when a gap called the choroid fissure between two structures in the
eye, which is present early in development in the uterus, fails to close up completely before a child is born.
These conditions occur during infancy and early childhood, when it is difficult to assess their effects on vision and
quality of life. In addition, many of these conditions occur with increased incidence in children with nuero-
developmental delay, further complicating the assessment of level of vision and the evaluation of quality of life. The rate
at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. Severe visual impairments
(legally or totally blind) occur at a rate of .06 per 1,000.
More boys than girls are visually impaired. Additionally, increasing numbers of infants are born very prematurely and
survive. These children are at high risk for multiple disabilities, including visual deficits, and will substantially increase
the number of Americans with visual impairment. The effect of visual problems on a child's development depends on
the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children
who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social
developmental delays.
Education for Children with Vision Problems
A young child with visual impairments has little reason to explore interesting objects in the environment and, as a result
they may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning
becomes motivating or until intervention begins. Because the child cannot see parents or peers, he or she may be unable
to imitate social behavior or understand nonverbal cues. Visual handicaps can create obstacles to a growing child's
independence.
Children with visual impairments should be assessed early to benefit from early intervention programs, when
appropriate. Technology in the form of computers and low-vision optical and video aids enable many partially sighted,
low vision and blind children to participate in regular class activities. Large print materials, books on tape, and Braille
books are available.
Students with visual impairments may need additional help with special equipment and modifications in the regular
curriculum to emphasize listening skills, communication, orientation and mobility, vocation/career options, and daily
living skills. Students with low vision or those who are legally blind may need help in using their remaining vision more
efficiently and in working with special aids and materials. Students who have visual impairments combined with other
types of disabilities have a greater need for an interdisciplinary approach and may require greater emphasis on self care
and daily living skills.
| ________________________________________________________________________________________________________________________ Copyright © 2004 Bright Tots® Inc. - Educational Toys & Resource Guide to Child Development - All rights reserved. ________________________________________________________________________________________________________________________ |
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